Click on the word below for more information: Texts
Course Description
"I wish to suggest that the curriculum debates about what we teach the young are, in addition to being debates about what knowledge is of most worth, debates about who we perceive ourselves to be and how we will represent that identity, including what remains as “left over” as “difference.” William F. Pinar
Instructor: Phone: Email: Office: Office Hours:
Class Times and Location: VW date:
Texts: Required: Kindergarten to Grade 8 Social Studies Manitoba Curriculum Framework of Outcomes (2003). Course Readings Package.
Suggested Readings Boyden, Jospeh. ExtraordinaryCanadians: Louis Riel and Gabriel Dumont Campbell, Maria. Half-Breed. Gallwey, Tim. The Inner Game of Work. Holdstock, Pauline. Into the Heart of the Country Weibe, Rudy. Extraordinary Canadians: Chief Big Bear
Course Description This course will introduce students to Manitoba’s social studies curriculum, lesson and unit design, and appropriate assessment of student achievement in social studies. In the Social Studies Methods course, the student will learn appropriate techniques for lesson and unit design and student assessment. The student will learn to develop and implement culturally appropriate materials. The course will enable the student to observe and to assist the co-operating teacher in a classroom.
Learning Outcomes
In Social Studies Methods students will learn that the Manitoba curriculum empahsizes active democratic citizenship, skills, knowledge, and values. Students will learn to teach the Manitoba Social Studies Curriculum which identifies its goals as helping students to acquire the skills, knowledge, and values necessary to better understand the world in which they live, to empower students to take action toward participation in democracy and to recognize and challenge social injustice. In this course students will come to value the unique advantages of a teacher based in Kenanow who proudly infuses their classroom’s culture with Aboriginal values, justice traditions and governance practices.
The learning outcomes for this course are divided into knowledge, skills and values to correspond with the Social Studies Methods Curriculum. Some outcomes are further designated with an A to follow the coding the Manitoba Social Studies curriculum of distinctive learning outcomes. “Distinctive learning outcomes are intended to enhance the development of language, identity, culture, and community of aboriginal students. ” (Manitoba Education Citizenship and Youth, p. 19)
Learning Outcome: • Skills - Design a unit of social studies instruction based on the Manitoba Social Studies curriculum and infused with learning processes and approaches rooted in Kenanow and animated by Aboriginal values and governance structures. This unit must also include the lessons/approaches you will use to establish active democratic citizenship in your classroom including rule-making procedures, leadership and guidance philosophy, and processes for the treatment of rule-breakers, conflict resolution and crisis. Finally, the unit must specifically be addressed to the learners and learning needs of aboriginal and Northern students and must be place-based.
A• Knowledge-demonstrate fluency with the Conceptual Map of the Framework with its Foundations Skills, General Learning and Specific Learning Outcomes (sub-divided into skills, knowledge and values) and Essential Elements and be able to situate it in Kenanow approaches and Aboriginal values (see attached diagram).
A• Values - Identify and forge a strong allegiance/affiliation to Kenanow and believe yourself to be Metis is regards to your teacher identity.
• Values- Appreciate the changes over time in Canadian society and classrooms with corresponding movements to eradicate racism, Euro-centrism, sexism, classism, social injustice, filtering down to schools, teachers and students etc.
Course Topics
Topical Outline a) Orientation to the Manitoba social studies curriculum (goals, philosophy)
b) Examination of Kindergarten to Grade 8 Framework of Outcomes and Key Concepts: Grades 5 to 8
c) Examination of the foundation for implementation documents by grade
d) Development of lessons and units for social studies
e) Identify and utilize materials and a variety of activities for instructional planning and implementation as consistent with a culture-based and place-based approach
f) Consideration of equity issues related to race, ethnicity, social class and gender
g) Development of instructional techniques utilizing a variety of methods and strategies
h) Development of abilities to adapt instruction in conjunction with the learning
needs of students
i) Incorporation of Aboriginal perspectives in the curriculum- Integrating
Aboriginal Perspectives into Curricula
j) Appropriate assessment practices and reporting of student achievement
Course Requirements and Assessments
Learning Ceremony Reflections- a written synthesis of readings in conjunction with the ongoing group discussion designed to express your insights, beliefs, and values with regards to teaching social studies and living social studies in your classroom. Leadership/co-leadership of two discussion forums in D2L will be required.
Social Studies Unit Plan and a plan to animate Active Democratic Citizenship processes based on Kenanow/Aboriginal values and perhaps Appreciative Inquiry.
Exit Interview to assess your identification with Aboriginal perspectives in your teaching plans and teacher identity you will share a portfolio/pouch of reflections, artifacts, creative products with me in the interview which evidences and showcases your ability to teach Social Studies, particularly in your beliefs regarding the social organization and governance of your classroom, from a Kenanow perspective. The portfolio will feature a sense of your identity as an educator who draws on Kenanow in decision making regarding your teaching practice.
Reflections (30%) Synthesize weekly readings in a short 2-3 page reflection which provides both a synopsis of the reading and synthesis of the reading with the comments in discussion forums in D2L and in class and in association with ongoing readings. Share your reflections every week. Stimulate discussion, debate, and reflections on teaching. Connect your weekly reflection to the way in which you wish to conduct your teaching practice, help your students to internalize democratic citizenship attitudes and see your teacher identity. 8 reflections plus 2 discussion forum moderator in D2L.
Social Studies Unit Plan (35%) 15%-Students will write a unit plan in social studies based on the K-* Manitoba curriculum in a grade level in which you’d like to teach eventually, or in which you have already done or will do a practicum. Specific lesson plans to foster knowledge, skills, and values outcomes within your unit will be developed.
10% Assessment practices with regard to formative assessment, record keeping, student engagement with assessment processes that are transparent, and your ongoing self-assessment and feed-back mechanisms for staying the course. Your unit assessment plan must be shown to link directly to achievement of knowledge learning outcomes and to document evidence of skills development and the progressive rooting and internalization of the values you seek to inculcate in your students.
10% Active Democratic Citizenship from an Aboriginal Perspective. Included in your unit plan will be a synthesis which pulls together your way of applying Aboriginal values and world view to classroom governance, the development of an Aboriginal classroom culture, and the use of Kenanow processes in lessons including ritual, ceremony, cohorts, observation, practice and story-telling and, of course looking forward and looking back.
10% of your mark will be based on observations of Social Studies lessons. You need to initiate contact with two teachers in the community and to observe each teach a social studies lesson. Write up your observations of the teacher with regard to a rubric that will be provided or your own running record or a teacher evaluation template from the school division. Share your observations online in D2L.
15% Exit Interview: At the interview your will present your portfolio/pouch, and evidence toward all the learning outcomes in the course and particularly the values learning outcomes.
Grading and Letter-Numerical Grade Equivalency
Letter Grade
A+ Exemplary
A
B+
B
C+
C
D
F
Percentage range
100-98
97-90
89-86
85-80
79-70
69-60
59-50
49 and under
All final grades are tentative until approved by Dean and sent out by the registrar of University College of the North.
Texts
Course Description
"I wish to suggest that the curriculum debates about what we teach the young
are, in addition to being debates about what knowledge is of most worth, debates about who we perceive ourselves to be and how we will represent that identity, including what remains as “left over” as “difference.”
William F. Pinar
Instructor:
Phone:
Email:
Office:
Office Hours:
Class Times and Location:
VW date:
Texts:
Required:
Kindergarten to Grade 8 Social Studies Manitoba Curriculum Framework of Outcomes (2003).
Course Readings Package.
Suggested Readings
Boyden, Jospeh. Extraordinary Canadians: Louis Riel and Gabriel Dumont
Campbell, Maria. Half-Breed.
Gallwey, Tim. The Inner Game of Work.
Holdstock, Pauline. Into the Heart of the Country
Weibe, Rudy. Extraordinary Canadians: Chief Big Bear
Course Description
This course will introduce students to Manitoba’s social studies curriculum, lesson and unit design, and appropriate assessment of student achievement in social studies. In the Social Studies Methods course, the student will learn appropriate techniques for lesson and unit design and student assessment. The student will learn to develop and implement culturally appropriate materials. The course will enable the student to observe and to assist the co-operating teacher in a classroom.
Learning Outcomes
In Social Studies Methods students will learn that the Manitoba curriculum empahsizes active democratic citizenship, skills, knowledge, and values. Students will learn to teach the Manitoba Social Studies Curriculum which identifies its goals as helping students to acquire the skills, knowledge, and values necessary to better understand the world in which they live, to empower students to take action toward participation in democracy and to recognize and challenge social injustice. In this course students will come to value the unique advantages of a teacher based in Kenanow who proudly infuses their classroom’s culture with Aboriginal values, justice traditions and governance practices.
The learning outcomes for this course are divided into knowledge, skills and values to correspond with the Social Studies Methods Curriculum. Some outcomes are further designated with an A to follow the coding the Manitoba Social Studies curriculum of distinctive learning outcomes. “Distinctive learning outcomes are intended to enhance the development of language, identity, culture, and community of aboriginal students. ” (Manitoba Education Citizenship and Youth, p. 19)
Learning Outcome:
• Skills - Design a unit of social studies instruction based on the Manitoba Social Studies curriculum and infused with learning processes and approaches rooted in Kenanow and animated by Aboriginal values and governance structures. This unit must also include the lessons/approaches you will use to establish active democratic citizenship in your classroom including rule-making procedures, leadership and guidance philosophy, and processes for the treatment of rule-breakers, conflict resolution and crisis. Finally, the unit must specifically be addressed to the learners and learning needs of aboriginal and Northern students and must be place-based.
A• Knowledge-demonstrate fluency with the Conceptual Map of the Framework with its Foundations Skills, General Learning and Specific Learning Outcomes (sub-divided into skills, knowledge and values) and Essential Elements and be able to situate it in Kenanow approaches and Aboriginal values (see attached diagram).
A• Values - Identify and forge a strong allegiance/affiliation to Kenanow and believe yourself to be Metis is regards to your teacher identity.
• Values- Appreciate the changes over time in Canadian society and classrooms with corresponding movements to eradicate racism, Euro-centrism, sexism, classism, social injustice, filtering down to schools, teachers and students etc.
Course Topics
Topical Outline
a) Orientation to the Manitoba social studies curriculum (goals, philosophy)
b) Examination of Kindergarten to Grade 8 Framework of Outcomes and Key Concepts: Grades 5 to 8
c) Examination of the foundation for implementation documents by grade
d) Development of lessons and units for social studies
e) Identify and utilize materials and a variety of activities for instructional
planning and implementation as consistent with a culture-based and place-based approach
f) Consideration of equity issues related to race, ethnicity, social class and gender
g) Development of instructional techniques utilizing a variety of methods and strategies
h) Development of abilities to adapt instruction in conjunction with the learning
needs of students
i) Incorporation of Aboriginal perspectives in the curriculum- Integrating
Aboriginal Perspectives into Curricula
j) Appropriate assessment practices and reporting of student achievement
Course Requirements and Assessments
Learning Ceremony Reflections- a written synthesis of readings in conjunction with the ongoing group discussion designed to express your insights, beliefs, and values with regards to teaching social studies and living social studies in your classroom. Leadership/co-leadership of two discussion forums in D2L will be required.
Social Studies Unit Plan and a plan to animate Active Democratic Citizenship processes based on Kenanow/Aboriginal values and perhaps Appreciative Inquiry.
Exit Interview to assess your identification with Aboriginal perspectives in your teaching plans and teacher identity you will share a portfolio/pouch of reflections, artifacts, creative products with me in the interview which evidences and showcases your ability to teach Social Studies, particularly in your beliefs regarding the social organization and governance of your classroom, from a Kenanow perspective. The portfolio will feature a sense of your identity as an educator who draws on Kenanow in decision making regarding your teaching practice.
Reflections (30%)
Synthesize weekly readings in a short 2-3 page reflection which provides both a synopsis of the reading and synthesis of the reading with the comments in discussion forums in D2L and in class and in association with ongoing readings. Share your reflections every week. Stimulate discussion, debate, and reflections on teaching. Connect your weekly reflection to the way in which you wish to conduct your teaching practice, help your students to internalize democratic citizenship attitudes and see your teacher identity. 8 reflections plus 2 discussion forum moderator in D2L.
Social Studies Unit Plan (35%)
15%-Students will write a unit plan in social studies based on the K-* Manitoba curriculum in a grade level in which you’d like to teach eventually, or in which you have already done or will do a practicum. Specific lesson plans to foster knowledge, skills, and values outcomes within your unit will be developed.
10% Assessment practices with regard to formative assessment, record keeping, student engagement with assessment processes that are transparent, and your ongoing self-assessment and feed-back mechanisms for staying the course.
Your unit assessment plan must be shown to link directly to achievement of knowledge learning outcomes and to document evidence of skills development and the progressive rooting and internalization of the values you seek to inculcate in your students.
10% Active Democratic Citizenship from an Aboriginal Perspective. Included in your unit plan will be a synthesis which pulls together your way of applying Aboriginal values and world view to classroom governance, the development of an Aboriginal classroom culture, and the use of Kenanow processes in lessons including ritual, ceremony, cohorts, observation, practice and story-telling and, of course looking forward and looking back.
10% of your mark will be based on observations of Social Studies lessons. You need to initiate contact with two teachers in the community and to observe each teach a social studies lesson. Write up your observations of the teacher with regard to a rubric that will be provided or your own running record or a teacher evaluation template from the school division. Share your observations online in D2L.
15% Exit Interview: At the interview your will present your portfolio/pouch, and evidence toward all the learning outcomes in the course and particularly the values learning outcomes.
Grading and Letter-Numerical Grade Equivalency
All final grades are tentative until approved by Dean and sent out by the registrar of University College of the North.